We believe the debate continues because many related service providers were or are trained in clinical settings promoting a Multidisciplinary and/or Interdisciplinary Service Delivery model. In these models, providers typically carry out therapy according to individual developmental domains, each within their own field of expertise, and with little coordination or consultation with each other. These models have worked well in clinical/medical settings where “therapy” is provided to individual or small groups of children based upon their diagnosis and prognosis. However, EI is not about diagnosis, professional experts, or doing therapy with children only. EI is about children AND their families. They are about supporting children and caregivers in their homes, center-based programs, and community locations. EI is also about support–helping families through difficult times and connecting them with other agencies in the community.

EI supports are most appropriately addressed by a primary service provider who represents and receives team support. In a PSP model, EI services are provided by a primary provider who is supported by the other members of a team. The amount of support and type of service are jointly determined by the PSP and his/her team mates based upon the skill set of the PSP to provide supports for each of the outcomes on the IFSP. So instead of the old question, “Does this child need a particular therapy?” the new question becomes “Does the PSP need help supporting the family with each outcome?” If yes, then “from whom on the team.” What individual, agency or type of professional is needed to help the PSP with the outcome? The next question is how often the support person will be needed by the PSP. The ongoing frequency and intensity of the consulting team member is determined jointly with the PSP, and documented on the service page. Thus the frequency and intensity of services hinges more on the knowledge, skills and confidence of the PSP than on the child or family (McWilliam, 2012, p. 112). The role of the consulting team members are in initial and on-going assessment and supporting the PSP in his/her efforts to help the child and family achieve each outcome on the IFSP. Obviously, providing services in this manner will bring about new roles and responsibilities for the entire team and require different kinds of professional development and experiences.

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